Unit 3 Chapter 6 Sections 1 & 2

**PARENT/GUARDIAN NOTICE**

PROGRESS REPORTS WENT OUT ON OCTOBER 1, 2007!!!
*Please sign them and have your child return them by FRIDAY!!!

**Student NOTICE**
Bring your Standards Review Workbooks!!!

Ch. 6 Online at: http://go.hrw.com/gopages/index.html

Your Password is: SQ7 HP6

Chapter Summaries in the following languages are available online!

English, Spanish, Arabic, Chinese, Hmong, Khmer & Vietnamese

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MONDAY, October 1, 2007

Chapter 6 - Section 3

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.3)

Students will learn that …
1. The Songhai built a new empire in West Africa.
2. Askia the Great ruled Songhai as an Islamic empire.
3. Songhai fell to Moroccan invaders, ending the great era of West African empires.

Vocabulary

1. Sunni Ali
2. Askia the Great

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create both an annotated timeline and a Venn diagram.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Comparing and Contrasting (TE) The Empires of West Africa
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Askia the Great Chart
___ Critical Thinking: Analyzing (TE) Why Empires Decline [ES]
___ Map: Songhai Empire, c. 1500 (SE)
___ Biography: Askia the Great (SE)
___ Quick Facts: West African Empires Time Line (SE)

Review & Assessment

___ Close (TE) Ask students how Timbuktu’s status represented the power of an empire. Remind them that Timbuktu was attacked and rebuilt many times.
___ Section 3 Assessment (SE)

Possible Resources for This Week

___ Online Quiz Section 3(keyword: SQ7 HP6)
___ PASS: Section Quiz 3
___ Interactive Reader and Study Guide: Section 3
___ CRF: History and Geography: Trade in the Songhai Empire
___ CRF: Biography: Sunni Ali
___ Map Transparency: Songhai Empire, c. 1500
___ Quick Facts Transparency: West African Empires Time Line
___ Daily Bellringer Transparency: Section 3
___ CRF: Vocabulary Builder, Section 3
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Online Chapter Summaries in Six Languages

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TUESDAY, October 2, 2007

Chapter 6 - Section 3 (REVIEW)

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.3)

Students will learn that …
1. The Songhai built a new empire in West Africa.
2. Askia the Great ruled Songhai as an Islamic empire.
3. Songhai fell to Moroccan invaders, ending the great era of West African empires.

Vocabulary (REVIEWED)

1. Sunni Ali
2. Askia the Great

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create both an annotated timeline and a Venn diagram.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Comparing and Contrasting (TE) The Empires of West Africa
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Askia the Great Chart
___ Critical Thinking: Analyzing (TE) Why Empires Decline [ES]
___ Map: Songhai Empire, c. 1500 (SE)
___ Biography: Askia the Great (SE)
___ Quick Facts: West African Empires Time Line (SE)

Review & Assessment

___ Close (TE) Ask students how Timbuktu’s status represented the power of an empire. Remind them that Timbuktu was attacked and rebuilt many times.
___ Section 3 Assessment (SE)

Possible Resources for This Week

___ Online Quiz Section 3(keyword: SQ7 HP6)
___ PASS: Section Quiz 3
___ Interactive Reader and Study Guide: Section 3
___ CRF: History and Geography: Trade in the Songhai Empire
___ CRF: Biography: Sunni Ali
___ Map Transparency: Songhai Empire, c. 1500
___ Quick Facts Transparency: West African Empires Time Line
___ Daily Bellringer Transparency: Section 3
___ CRF: Vocabulary Builder, Section 3
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Online Chapter Summaries in Six Languages

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WEDNESDAY, October 3, 2007

Chapter 6 - Section 4 (INTRO)

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.4 & 7.4.5)

Students will learn that …
1. Storytellers helped maintain the oral history of the cultures of West Africa.
2. Visitors to West Africa from other lands wrote histories and descriptions of what they saw there.
3. Traditionally, West Africans have valued the arts

Vocabulary

1. oral history
2. griots
3. proverbs
4. kente

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list and identify about West Africa’s historical and artistic traditions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Oral Histories
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Travelers’ and Scholars’ Scrapbooks [RS]
___ Social Studies Skill: Analyzing Visuals (TE) Art Appreciation
___ Primary Source: A Description of Mali (SE)
___ Linking to Today: Music From Mali to Memphis (SE)
___ Literature in History: Sundiata (SE)

Review & Assessment

___ Close (TE) Have students discuss the elements of history and art that have had a lasting effect on West Africa. Ask students to identify elements that still exist today.
___ Section 4 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Possible Resources for This Week

___ Online Quiz Section 4(keyword: SQ7 HP6)
___ PASS: Section Quiz 4
___ Quick Facts Transparency: West African Empires Visual Summary
___ Interactive Reader and Study Guide: Section 4
___ CRF: Interdisciplinary Project: West Africa: Tales, Fables, and Stories
___ CRF: Primary Source: Leo Africanus visits Timbuktu
___ CRF: Biography: Leo Africanus
___ Daily Bellringer Transparency: Section 4
___ CRF: Vocabulary Builder, Section 4
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

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THURSDAY, October 4, 2007

Chapter 6 - Section 4 (REVIEW)

HOMEWORK FOR THIS WEEK: Due Friday

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

Objectives (Standards 7.4.4 & 7.4.5) REVIEWED TODAY

Students will learn that …
1. Storytellers helped maintain the oral history of the cultures of West Africa.
2. Visitors to West Africa from other lands wrote histories and descriptions of what they saw there.
3. Traditionally, West Africans have valued the arts

Vocabulary REVIEWED

1. oral history
2. griots
3. proverbs
4. kente

Preteach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and list and identify about West Africa’s historical and artistic traditions.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Oral Histories
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Travelers’ and Scholars’ Scrapbooks [RS]
___ Social Studies Skill: Analyzing Visuals (TE) Art Appreciation
___ Primary Source: A Description of Mali (SE)
___ Linking to Today: Music From Mali to Memphis (SE)
___ Literature in History: Sundiata (SE)

Review & Assessment

___ Close (TE) Have students discuss the elements of history and art that have had a lasting effect on West Africa. Ask students to identify elements that still exist today.
___ Section 4 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Possible Resources for This Week

___ Online Quiz Section 4(keyword: SQ7 HP6)
___ PASS: Section Quiz 4
___ Quick Facts Transparency: West African Empires Visual Summary
___ Interactive Reader and Study Guide: Section 4
___ CRF: Interdisciplinary Project: West Africa: Tales, Fables, and Stories
___ CRF: Primary Source: Leo Africanus visits Timbuktu
___ CRF: Biography: Leo Africanus
___ Daily Bellringer Transparency: Section 4
___ CRF: Vocabulary Builder, Section 4
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

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FRIDAY, October 5, 2007

Chapter 6 - Section 3 & 4 (Homework DUE & Quiz Show)

HOMEWORK FOR THIS WEEK: Due TODAY

1. Quick Writes (Completed in class, daily) *5 Points
2. Signed Progress Reports *5 Point
3. Section 3 Take Home Quiz (Given Tue/Wed) *10 Points
4. Section 4 Take Home Quiz (Given Wed/Thurs)*10 Points

(Standards 7.4.4 & 7.4.5) REVIEWED TODAY During the QUIZ SHOW!!!!

Unit 3: Chapter 6: Empire of Ghana

The week of Sept. 24-28 in an OVERVIEW:
*Standards 7.4.1 & 7.4.2 will be covered*

1. Monday (Ch. 6 Section 1 Introduction) - Ghana
   -Vocab Introduction
   -The "Silent Barter"
   -Invasion / Overgrazing / Internal Rebellion
2. Tuesday (Ch. 6 Section 1 Review) - Ghana
   -Review / Check Understanding
3. Wednesday (Ch. 6 Section 2 Introduction) - Mali
   -Mali Introduction (Art Intro)
   -Timbuktu Introduction
   -Mali Vocab
4. Thursday (Ch. 6 Section 2 Review) - Mali
   -Timbuktu Introduction
   -Timbuktu Art Project Time
5. Friday (Ch. 6 Section 1 & 2 Quiz) - Ghana & Mali
   -HOMEWORK DUE
   -Vocabulary Bingo Ch.'s 4-6 (Individual Points/Extra Credit WILL BE AWARDED!!!)

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Unit 3: Chapter 6: Empire of Ghana

MONDAY - Section 1 Intro

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.1)
Students will learn that …
1. Ghana controlled trade and became wealthy.
2. Through its control of trade, Ghana built an empire.
3. Ghana’s decline was caused by attacking invaders, overgrazing, and the loss of trade.

Vocabulary

1. silent barter
2. Tunka Manin

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and use them to write specific details and a one-paragraph summary.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) Creating a Web Page [ES]
___ Cross-Discipline Activity: Economics (TE) Conducting Silent Barter
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Daily Life in Ghana [RS]
___ Critical Thinking: Sequencing (TE) Ghana’s Illustrated Time Line
___ Map: Ghana Empire, c. 1050 (SE)
___ Biography: Tunka Manin (SE)

Review & Assessment

___ Close (TE) Ask students to imagine what life was like in Ghana at the height of its empire around 800. Discuss the peace and prosperity of the empire. Ask students to imagine what life was like around 1200, when the empire began to fall apart.
___ Section 1 Assessment (SE) (HOMEWORK)

Resources available for us to use this week

___ Online Quiz Section 1(keyword: SQ7 HP6)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: Primary Source: The Kingdom of Ghana
___ Map Transparency: Ghana Empire, c. 1050
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

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Unit 3: Chapter 6: Empire of Ghana

TUESDAY-REVIEW of Section 2

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.1)
Students will learn that …
1. Ghana controlled trade and became wealthy.
2. Through its control of trade, Ghana built an empire.
3. Ghana’s decline was caused by attacking invaders, overgrazing, and the loss of trade.

Vocabulary (review)

1. silent barter
2. Tunka Manin

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and use them to write specific details and a one-paragraph summary.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) Creating a Web Page [ES]
___ Cross-Discipline Activity: Economics (TE) Conducting Silent Barter
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Daily Life in Ghana [RS]
___ Critical Thinking: Sequencing (TE) Ghana’s Illustrated Time Line
___ Map: Ghana Empire, c. 1050 (SE)
___ Biography: Tunka Manin (SE)

Review & Assessment

___ Close (TE) Ask students to imagine what life was like in Ghana at the height of its empire around 800. Discuss the peace and prosperity of the empire. Ask students to imagine what life was like around 1200, when the empire began to fall apart.
___ Section 1 Assessment (SE) (HOMEWORK)

Resources available for us to use this week

___ Online Quiz Section 1(keyword: SQ7 HP6)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: Primary Source: The Kingdom of Ghana
___ Map Transparency: Ghana Empire, c. 1050
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

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Unit 3: Chapter 6: Empire of Mali

Wednesday -Intro of Section 2
Timbuktu Art Intro Day

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.2)
Students will learn that …

1. A ruler named Sundiata made Mali into an empire.
2. Mali reached its height under the ruler Mansa Musa.
3. Mali fell to invaders in the late 1400s.

Vocabulary

1. Sundiata
2. Mansa Musa

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create children’s books that outline the history of Mali.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Mali Trade Chart
___ Cross-Discipline Activity: Math (TE) Mansa Musa’s Gold
___ Critical Thinking: Categorizing (TE) The Rule of Mansa Musa
___ Map: Mali Empire, c. 1300 (SE)
___ History Close-up: Timbuktu (SE)
___ Biography: Mansa Musa (SE)

Review & Assessment

___ Close (TE) Have students create a time line of the key events in the history of the empire of Mali.
___ Section 2 Assessment (SE)

Resources we have the option to integrate!

___ Online Quiz Section 2(keyword: SQ7 HP6)
___ PASS: Section Quiz 2

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Unit 3: Chapter 6: Empire of Mali

Thursday-Review of Section 2
Timbuktu Art Time

HOMEWORK DUE FRIDAY the 28th!!!

• YOU MUST READ Pages 130 - 141
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  -Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

Objectives (Standard 7.4.2)
Students will learn that …

1. A ruler named Sundiata made Mali into an empire.
2. Mali reached its height under the ruler Mansa Musa.
3. Mali fell to invaders in the late 1400s.

Vocabulary

1. Sundiata
2. Mansa Musa

Anticipatory Set

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create children’s books that outline the history of Mali.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: ELL (TE) Mali Trade Chart
___ Cross-Discipline Activity: Math (TE) Mansa Musa’s Gold
___ Critical Thinking: Categorizing (TE) The Rule of Mansa Musa
___ Map: Mali Empire, c. 1300 (SE)
___ History Close-up: Timbuktu (SE)
___ Biography: Mansa Musa (SE)

Review & Assessment

___ Close (TE) Have students create a time line of the key events in the history of the empire of Mali.
___ Section 2 Assessment (SE)

Resources we have the option to integrate!

___ Online Quiz Section 2(keyword: SQ7 HP6)
___ PASS: Section Quiz

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Unit 3: Chapter 6: Empire of Mali

FRIDAY-Review of Section's 1 & 2

HOMEWORK DUE TODAY!!!! NO EXCUSES!!!!

• YOU MUST HAVE READ Pages 130 - 141 and be ready for a quiz
• You MUST TURN IN- Page 135 #'s 1a,1b,2a,2b,2c,3a,3b
• Timbuktu Travel-Log Due (4 part travel diary)
• *Extra Credit* Africa Map
  - YOUR Choice of Ghana's Empire circa 1050 (p.131), Mali's Empire circa 1300 (p.137), or Africa's Physical Environments (p.113-114)

TODAY:

1. Homework Collection
2. Ch. 6 sections 1 & 2 Quiz (Standards 7.4.1 & 7.4.2)
3. Vocabulary Bingo (reviewing Ch. 4-6)

Unit 3 Ch. 5 Early West African Societies

Unit 3

Chapter 5 Section 1 (new)

Early West African Societies

Monday, September 17, 2007

CA Standards 7.4.1 (new)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …
1. The landforms, water, and plant life affected history in West Africa.
2. West Africa’s resources included farmland, gold, and salt.

Vocabulary (Section 1):

1. rifts
2. sub-Saharan Africa
3. Sahel
4. savannah
5. rain forests

PreTeach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and draw basic maps of Africa.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) The Niger River
___ Collaborative Learning (TE) River Life
___ Map: Africa: Physical (SE)
___ Map: Environments of Africa (SE)

Review & Assessment:

___ Close (TE) Call on students to describe the differences in the landscapes shown in the photos.
___ Section 1 Assessment (SE) (HOMEWORK)

RESOURCES FOR THIS WEEK:
___ Online Quiz Section 1(keyword: SQ7 HP5)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: History and Geography: The Geography of Africa
___ Map Transparency: Africa: Physical
___ Map Transparency: Environments of Africa
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

__________________________________

Unit 3

Chapter 5 (Section 1 Review from Monday)

Early West African Societies

Tuesday, September 18, 2007

CA Standards 7.4.1 (review)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …
1. The landforms, water, and plant life affected history in West Africa.
2. West Africa’s resources included farmland, gold, and salt.

Vocabulary (Section 1): Review

1. rifts
2. sub-Saharan Africa
3. Sahel
4. savannah
5. rain forests

PreTeach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and draw basic maps of Africa.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) The Niger River
___ Collaborative Learning (TE) River Life
___ Map: Africa: Physical (SE)
___ Map: Environments of Africa (SE)

Review & Assessment:

___ Close (TE) Call on students to describe the differences in the landscapes shown in the photos.
___ Section 1 Assessment (SE) (HOMEWORK)

RESOURCES FOR THIS WEEK:

___ Online Quiz Section 1(keyword: SQ7 HP5)
___ PASS: Section Quiz 1
___ Interactive Reader and Study Guide: Section 1
___ CRF: History and Geography: The Geography of Africa
___ Map Transparency: Africa: Physical
___ Map Transparency: Environments of Africa
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

_____________________________

Unit 3 Section 2

Chapter 5

Early West African Societies

Wednesday, September 19, 2007

CA Standards 7.4.2 (new)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …

1. Family and religion influenced daily life in early West African society.
2. Iron technology changed life in West Africa.
3. Trade shaped the history of West Africa.

Vocabulary:

1. extended family
2. animism

Preteach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If you were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, illustrate a topic covered in this section and then write a caption for it.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Dinner Conversation [ES]
___ Critical Thinking: Sequencing (TE) Iron technology [RS]
___ Quick Facts Chart: Village Society (SE)
___ History and Geography: Crossing the Sahara (SE)

Review & Assessment:

___ Close (TE) Have students describe how life in West Africa changed from 500 BC to about AD 1100.
___ Section 2 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Resources for Section 2:

___ Online Quiz Section 2(keyword: SQ7 HP5)
___ PASS: Section Quiz 2
___ Quick Facts Transparency: Early West African Societies Visual Summary
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: The Singing Man
___ CRF: Economics and History: Specialization of Labor
___ CRF: Primary Source: A Yoruba Cup
___ Quick Facts Transparency: Village Society
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

___________________________

Unit 3 Section 2 (REVIEW)

Chapter 5

Early West African Societies

THURSDAY, September 20, 2007

CA Standards 7.4.2 (Review)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …

1. Family and religion influenced daily life in early West African society.
2. Iron technology changed life in West Africa.
3. Trade shaped the history of West Africa.

Vocabulary:

1. extended family
2. animism

Preteach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If you were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, illustrate a topic covered in this section and then write a caption for it.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Dinner Conversation [ES]
___ Critical Thinking: Sequencing (TE) Iron technology [RS]
___ Quick Facts Chart: Village Society (SE)
___ History and Geography: Crossing the Sahara (SE)

Review & Assessment:

___ Close (TE) Have students describe how life in West Africa changed from 500 BC to about AD 1100.
___ Section 2 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Resources for Section 2:

___ Online Quiz Section 2(keyword: SQ7 HP5)
___ PASS: Section Quiz 2
___ Quick Facts Transparency: Early West African Societies Visual Summary
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: The Singing Man
___ CRF: Economics and History: Specialization of Labor
___ CRF: Primary Source: A Yoruba Cup
___ Quick Facts Transparency: Village Society
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

___________________________

Unit 3 Section 2 (REVIEW & Quiz Show)

Chapter 5

Early West African Societies

FRIDAY, September 21, 2007

CA Standards 7.4.1 & 7.4.2 (Review & Quiz Show)

HOMEWORK DUE THIS WEEK (FRIDAY, Sept. 21, 2007)

• Ch. 5 Section 1 Assessment (questions 1 & 2) *5 Points
• Interactive Reader Workbook (pages announced in class) * 5 Points
• Quick Writes * 5 Points
• Signed Progress Reports * 2points

Objectives:
Students will learn that …

1. Family and religion influenced daily life in early West African society.
2. Iron technology changed life in West Africa.
3. Trade shaped the history of West Africa.

Vocabulary:

1. extended family
2. animism

Preteach:

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If you were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach:

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, illustrate a topic covered in this section and then write a caption for it.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Dinner Conversation [ES]
___ Critical Thinking: Sequencing (TE) Iron technology [RS]
___ Quick Facts Chart: Village Society (SE)
___ History and Geography: Crossing the Sahara (SE)

Review & Assessment:

___ Close (TE) Have students describe how life in West Africa changed from 500 BC to about AD 1100.
___ Section 2 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

Resources for Section 2:

___ Online Quiz Section 2(keyword: SQ7 HP5)
___ PASS: Section Quiz 2
___ Quick Facts Transparency: Early West African Societies Visual Summary
___ Interactive Reader and Study Guide: Section 2
___ CRF: Literature: The Singing Man
___ CRF: Economics and History: Specialization of Labor
___ CRF: Primary Source: A Yoruba Cup
___ Quick Facts Transparency: Village Society
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Standards Review Workbook
___ Online Chapter Summaries in Six Languages

______________The End_____________

Unit 2 Ch. 4 (Continued...TEST WEEK)

Unit 2 Chapter 4: The Spread of Islam (SECTION 2)

Monday

September 10th, 2007

Homework: Due FRIDAY

***COLLECT HOMEWORK FROM LAST WEEK***

1. Read Chapter 4 Sections 2 & 3 (review section 1)
   
2. Complete Ch. 4 Section 2 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)
5. *Newspaper Articles*
   

California Standards
HSS: 7.2.4

Objectives Students will learn that …
1. The Ottoman Empire covered a large area in eastern Europe.
2. The Safavid Empire blended Persian cultural traditions with Shia Islam.
3. The Mughal Empire in India left an impressive cultural heritage.

Vocabulary: Janissaries, Mehmed II, sultan, Suleyman I, harem, Shia, Sunni

Preteach (Anticipatory Set):
___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify and illustrate Muslim empires.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Ottoman Conquest of Constantinople [ES]
___ Collaborative Learning (TE) Branches of Islam Fact Sheets
___ Differentiating Instruction for Universal Access: ELL (TE) Safavid Culture [RS]
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Mughal Mural [RS]
___ Biography: Mehmed II (SE)
___ Map: The Ottoman Empire (SE)
___ Map: The Safavid Empire (SE)
___ Map: The Mughal Empire (SE)

Review, Assess & Check for Understanding:
___ Close (TE) Briefly review the ways in which Islam spread throughout the Ottoman, Safavid, and Mughal empires. Point out that by the end of the 1600s, Islam was the dominant religion in the region.
___ Section 2 Assessment (SE)

Possible resources for this week!
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 2
___ CRF: Biographies: Suleyman I; Mumtaz Mahal; Akbar the Great
___ CRF: Primary Source: “A Visit to the Wife of Suleyman the Magnificent, c. 1550”
___ Map Transparency: The Ottoman Empire
___ Map Transparency: The Safavid Empire
___ Map Transparency: The Mughal Empire
___ Online Quiz Section 2 (keyword: SQ7 HP4)
___ PASS: Section Quiz 2

-----------------------------

Unit 2 Chapter 4: The Spread of Islam (SECTION 2 REVIEW)

Tuesday

September 11th, 2007

Homework: Due FRIDAY!!!

1. Read Chapter 4 Sections 2 & 3 (review section 1)
   
2. Complete Ch. 4 Section 2 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)
5. *Newspaper Articles*

California Standards
HSS: 7.2.4

Objectives Students will learn that …
1. The Ottoman Empire covered a large area in eastern Europe.
2. The Safavid Empire blended Persian cultural traditions with Shia Islam.
3. The Mughal Empire in India left an impressive cultural heritage.

Vocabulary: Janissaries, Mehmed II, sultan, Suleyman I, harem, Shia, Sunni

Preteach (Anticipatory Set):
___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify and illustrate Muslim empires.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Ottoman Conquest of Constantinople [ES]
___ Collaborative Learning (TE) Branches of Islam Fact Sheets
___ Differentiating Instruction for Universal Access: ELL (TE) Safavid Culture [RS]
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Mughal Mural [RS]
___ Biography: Mehmed II (SE)
___ Map: The Ottoman Empire (SE)
___ Map: The Safavid Empire (SE)
___ Map: The Mughal Empire (SE)

Review, Assess & Check for Understanding:
___ Close (TE) Briefly review the ways in which Islam spread throughout the Ottoman, Safavid, and Mughal empires. Point out that by the end of the 1600s, Islam was the dominant religion in the region.
___ Section 2 Assessment (SE)

Possible resources for this week!
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 2
___ CRF: Biographies: Suleyman I; Mumtaz Mahal; Akbar the Great
___ CRF: Primary Source: “A Visit to the Wife of Suleyman the Magnificent, c. 1550”
___ Map Transparency: The Ottoman Empire
___ Map Transparency: The Safavid Empire
___ Map Transparency: The Mughal Empire
___ Online Quiz Section 2 (keyword: SQ7 HP4)
___ PASS: Section Quiz 2

*Students will work on an individualized worksheet for a large percentage of the class. These worksheets will be DUE AT THE END OF THE PERIOD. The worksheets will be OPEN BOOK & OPEN NOTE. Students completed early may work on next weeks assignments (Ch. 4 Section 3).

Unit 2 Chapter 4: The Spread of Islam (SECTION 3)

Wednesday

September 12th, 2007

Homework: Due FRIDAY!!!

1. Read Chapter 4 Sections 2 & 3 (review section 1)
   
2. Complete Ch. 4 Section 2 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)
5. *Newspaper Articles*

California Standards
HSS: 7.2.6

Objectives Students will learn that …

1. Muslim scholars made advances in various fields of science and philosophy. 2. Islam influenced styles of literature and the arts.

Vocabulary: Ibn Battutah, Sufism, Omar Khayyám, patrons, minaret, calligraphy

Preteach (Anticipatory Set):

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People. ___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, take notes of an assigned scholar and create an illustration of him/her.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Finding Main Ideas (TE) Muslim Achievements: “New and Improved” Ads
___ Critical Thinking: Identifying Cause and Effect (TE) Muslim Advances Essays [ES]
___ Collaborative Learning (TE) Muslim Cultural Achievements Collage [RS]
___ Primary Source: Travels in Asia and Africa (SE)
___ Biography: Omar Khayyám (SE)
___ History Close-up: The Blue Mosque (SE)

Review, Assess & Check for Understanding:

___ Close (TE) Ask students how their lives might be different now because of the achievements of the Islamic empires. Have students consider all the various Islamic achievements, from mathematics to literature.
___ Section 3 Assessment (SE)

Possible resources for this week!

___ Daily Bellringer Transparency: Section 3

___ CRF: Vocabulary Builder, Section 3

___ Interactive Reader and Study Guide: Section 3

___ CRF: Literature: The Arabian Nights: “The Story of the Enchanted Horse”

___ CRF: Interdisciplinary Project: The Islamic World’s Legacy

___ Online Quiz Section 3
(keyword: SQ7 HP4)

___ PASS: Section Quiz 3

Unit 2 Chapter 4: The Spread of Islam (SECTION 3)

Thursday

September 13th, 2007

Homework: Due FRIDAY!!!

1. Read Chapter 4 Sections 2 & 3 (review section 1)
   
2. Complete Ch. 4 Section 2 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)
5. *Newspaper Articles*

California Standards
HSS: 7.2.6

Objectives Students will learn that …

1. Muslim scholars made advances in various fields of science and philosophy. 2. Islam influenced styles of literature and the arts.

Vocabulary: Ibn Battutah, Sufism, Omar Khayyám, patrons, minaret, calligraphy

Preteach (Anticipatory Set):

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People. ___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, take notes of an assigned scholar and create an illustration of him/her.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Finding Main Ideas (TE) Muslim Achievements: “New and Improved” Ads
___ Critical Thinking: Identifying Cause and Effect (TE) Muslim Advances Essays [ES]
___ Collaborative Learning (TE) Muslim Cultural Achievements Collage [RS]
___ Primary Source: Travels in Asia and Africa (SE)
___ Biography: Omar Khayyám (SE)
___ History Close-up: The Blue Mosque (SE)

Review, Assess & Check for Understanding:

___ Close (TE) Ask students how their lives might be different now because of the achievements of the Islamic empires. Have students consider all the various Islamic achievements, from mathematics to literature.
___ Section 3 Assessment (SE)

Possible resources for this week!

___ Daily Bellringer Transparency: Section 3

___ CRF: Vocabulary Builder, Section 3

___ Interactive Reader and Study Guide: Section 3

___ CRF: Literature: The Arabian Nights: “The Story of the Enchanted Horse”

___ CRF: Interdisciplinary Project: The Islamic World’s Legacy

___ Online Quiz Section 3
(keyword: SQ7 HP4)

___ PASS: Section Quiz 3

Unit 2 Chapter 4: The Spread of Islam (SECTION 3)

FRIDAY

September 14th, 2007

Homework: Due FRIDAY!!! CHAPTER TEST DAY

1. Read Chapter 4 Sections 2 & 3 (review section 1)
   
2. Complete Ch. 4 Section 2 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)
5. *Newspaper Articles*

California Standards
HSS: 7.2.6

Objectives Students will learn that …

1. Muslim scholars made advances in various fields of science and philosophy. 2. Islam influenced styles of literature and the arts.

Vocabulary: Ibn Battutah, Sufism, Omar Khayyám, patrons, minaret, calligraphy

Preteach (Anticipatory Set):

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People. ___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions, take notes of an assigned scholar and create an illustration of him/her.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Finding Main Ideas (TE) Muslim Achievements: “New and Improved” Ads
___ Critical Thinking: Identifying Cause and Effect (TE) Muslim Advances Essays [ES]
___ Collaborative Learning (TE) Muslim Cultural Achievements Collage [RS]
___ Primary Source: Travels in Asia and Africa (SE)
___ Biography: Omar Khayyám (SE)
___ History Close-up: The Blue Mosque (SE)

Review, Assess & Check for Understanding:

___ Close (TE) Ask students how their lives might be different now because of the achievements of the Islamic empires. Have students consider all the various Islamic achievements, from mathematics to literature.
___ Section 3 Assessment (SE)

Possible resources for this week!

___ Daily Bellringer Transparency: Section 3

___ CRF: Vocabulary Builder, Section 3

___ Interactive Reader and Study Guide: Section 3

___ CRF: Literature: The Arabian Nights: “The Story of the Enchanted Horse”

___ CRF: Interdisciplinary Project: The Islamic World’s Legacy

___ Online Quiz Section 3
(keyword: SQ7 HP4)

___ PASS: Section Quiz 3

Unit 2 Chapter 4 - The Spread of Islam

Unit 2 Chapter 4: The Spread of Islam

TUESDAY (SECTION 1)

September 4th, 2007

Homework: Due FRIDAY

1. Read Chapter 4 Sections 1 & 2
2. Complete Ch. 4 Section 1 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)

California Standards
HSS: 7.2.4, 7.2.5

Objectives Students will learn that …

1. Muslim armies conquered many lands into which Islam slowly spread.
2. Trade helped Islam spread into new areas.
3. A mix of cultures was one result of Islam’s spread.
4. Islamic influence encouraged the growth of cities.

Vocabulary: Abu Bakr, caliph, tolerance

Preteach (Anticipatory Set):
___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify cause and effect in the spread of Islam after Muhammad’s death.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Advance of Muslim Rule Map [ES]
___ Critical Thinking: Interpreting Maps (TE) Muslim Trade Routes
___ Critical Thinking: Comparing and Contrasting (TE) Explaining Trading Goods and Ideas
___ Collaborative Learning (TE) Muslim Cities and Universities
___ Map: Early Muslim Conquests (SE)
___ Map: Trade in the Muslim World (SE)
___ History and Geography: The Hajj (SE)

Review, Assess & Check for Understanding:
___ Close (TE) Have students summarize the spread of Muslim rule and the effects of Muslim growth and trade.
___ Section 1 Assessment (SE)

Possible resources for this week!
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 1
___ CRF: History and Geography: Islam Advances
___ CRF: Economics and History: Muslim Trade: An Empire Builder
___ CRF: Primary Source: The Pact of Umar
___ CRF: Biography: Abu Bakr
___ Map Transparency: Early Muslim Conquests
___ Map Transparency: Trade in the Muslim World
___ Online Quiz Section 1(keyword: SQ7 HP4)
___ PASS: Section Quiz 1

-----------------------------

Unit 2 Chapter 4: The Spread of Islam

WEDNESDAY (REVIEW of Section 1)

September 5th, 2007

Homework: Due FRIDAY

1. Read Chapter 4 Sections 1 & 2
2. Complete Ch. 4 Section 1 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)

California Standards
HSS: 7.2.4, 7.2.5

Objectives Students will learn that …

1. Muslim armies conquered many lands into which Islam slowly spread.
2. Trade helped Islam spread into new areas.
3. A mix of cultures was one result of Islam’s spread.
4. Islamic influence encouraged the growth of cities.

Vocabulary: Abu Bakr, caliph, tolerance

Preteach (Anticipatory Set):
___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify cause and effect in the spread of Islam after Muhammad’s death.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Advance of Muslim Rule Map [ES]
___ Critical Thinking: Interpreting Maps (TE) Muslim Trade Routes
___ Critical Thinking: Comparing and Contrasting (TE) Explaining Trading Goods and Ideas
___ Collaborative Learning (TE) Muslim Cities and Universities
___ Map: Early Muslim Conquests (SE)
___ Map: Trade in the Muslim World (SE)
___ History and Geography: The Hajj (SE)

Review, Assess & Check for Understanding:
___ Close (TE) Have students summarize the spread of Muslim rule and the effects of Muslim growth and trade.
___ Section 1 Assessment (SE)

Possible resources for this week!
___ Daily Bellringer Transparency: Section 1
___ CRF: Vocabulary Builder, Section 1
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 1
___ CRF: History and Geography: Islam Advances
___ CRF: Economics and History: Muslim Trade: An Empire Builder
___ CRF: Primary Source: The Pact of Umar
___ CRF: Biography: Abu Bakr
___ Map Transparency: Early Muslim Conquests
___ Map Transparency: Trade in the Muslim World
___ Online Quiz Section 1(keyword: SQ7 HP4)
___ PASS: Section Quiz 1

-----------------------------

Unit 2 Chapter 4: The Spread of Islam (SECTION 2)

Thursday

September 6th, 2007

Homework: Due FRIDAY

1. Read Chapter 4 Sections 1 & 2
2. Complete Ch. 4 Section 1 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)

California Standards
HSS: 7.2.4

Objectives Students will learn that …
1. The Ottoman Empire covered a large area in eastern Europe.
2. The Safavid Empire blended Persian cultural traditions with Shia Islam.
3. The Mughal Empire in India left an impressive cultural heritage.

Vocabulary: Janissaries, Mehmed II, sultan, Suleyman I, harem, Shia, Sunni

Preteach (Anticipatory Set):
___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify and illustrate Muslim empires.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Ottoman Conquest of Constantinople [ES]
___ Collaborative Learning (TE) Branches of Islam Fact Sheets
___ Differentiating Instruction for Universal Access: ELL (TE) Safavid Culture [RS]
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Mughal Mural [RS]
___ Biography: Mehmed II (SE)
___ Map: The Ottoman Empire (SE)
___ Map: The Safavid Empire (SE)
___ Map: The Mughal Empire (SE)

Review, Assess & Check for Understanding:
___ Close (TE) Briefly review the ways in which Islam spread throughout the Ottoman, Safavid, and Mughal empires. Point out that by the end of the 1600s, Islam was the dominant religion in the region.
___ Section 2 Assessment (SE)

Possible resources for this week!
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 2
___ CRF: Biographies: Suleyman I; Mumtaz Mahal; Akbar the Great
___ CRF: Primary Source: “A Visit to the Wife of Suleyman the Magnificent, c. 1550”
___ Map Transparency: The Ottoman Empire
___ Map Transparency: The Safavid Empire
___ Map Transparency: The Mughal Empire
___ Online Quiz Section 2 (keyword: SQ7 HP4)
___ PASS: Section Quiz 2

-----------------------------

Unit 2 Chapter 4: The Spread of Islam (SECTION 2 REVIEW)

FRIDAY

September 6th, 2007

Homework: Due TODAY!!!

1. Read Chapter 4 Sections 1 & 2
2. Complete Ch. 4 Section 1 Textbook Assessment (1-4)
3. Complete Standards Workbook (In Class...M-Th) * Pages to be announced*
4. Complete Required pages from the Interactive Reader Workbook (In Class)

California Standards
HSS: 7.2.4

Objectives Students will learn that …
1. The Ottoman Empire covered a large area in eastern Europe.
2. The Safavid Empire blended Persian cultural traditions with Shia Islam.
3. The Mughal Empire in India left an impressive cultural heritage.

Vocabulary: Janissaries, Mehmed II, sultan, Suleyman I, harem, Shia, Sunni

Preteach (Anticipatory Set):
___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there . . . (SE) Have students read and discuss the section introduction and question.

Direct Teach (w/ modeling):
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and identify and illustrate Muslim empires.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Ottoman Conquest of Constantinople [ES]
___ Collaborative Learning (TE) Branches of Islam Fact Sheets
___ Differentiating Instruction for Universal Access: ELL (TE) Safavid Culture [RS]
___ Differentiating Instruction for Universal Access: Learners Having Difficulty (TE) Mughal Mural [RS]
___ Biography: Mehmed II (SE)
___ Map: The Ottoman Empire (SE)
___ Map: The Safavid Empire (SE)
___ Map: The Mughal Empire (SE)

Review, Assess & Check for Understanding:
___ Close (TE) Briefly review the ways in which Islam spread throughout the Ottoman, Safavid, and Mughal empires. Point out that by the end of the 1600s, Islam was the dominant religion in the region.
___ Section 2 Assessment (SE)

Possible resources for this week!
___ Daily Bellringer Transparency: Section 2
___ CRF: Vocabulary Builder, Section 2
___ Universal Access Modified Worksheets and Tests CD-ROM
___ Interactive Reader and Study Guide: Section 2
___ CRF: Biographies: Suleyman I; Mumtaz Mahal; Akbar the Great
___ CRF: Primary Source: “A Visit to the Wife of Suleyman the Magnificent, c. 1550”
___ Map Transparency: The Ottoman Empire
___ Map Transparency: The Safavid Empire
___ Map Transparency: The Mughal Empire
___ Online Quiz Section 2 (keyword: SQ7 HP4)
___ PASS: Section Quiz 2

*Students will work on an individualized worksheet for a large percentage of the class. These worksheets will be DUE AT THE END OF THE PERIOD. The worksheets will be OPEN BOOK & OPEN NOTE. Students completed early may work on next weeks assignments (Ch. 4 Section 3).